Primary Years Programme

What you need to know about the IB and the Primary Years Programme

So what exactly is the International Baccalaureate?

... The International Baccalaureate (IB) is a not-for-profit foundation, motivated by its mission to create a better world through education

...The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect...

...Our programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right....

The IB Learner Profile

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. Risk-takers (Courageous) We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. Balanced We understand the importance of balancing different aspects of our livesintellectual, physical and emotionalto achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

Definition: How is the PYP defined?

The IB Primary Years Programme, for students aged 3 to 12 focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It is a framework guided by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subjects areas, as well as transdisciplinary skills, with a powerful emphasis on inquiry- based learning.

Learners constructing meaning: How is the PYP curriculum defined?

Written curriculum Taught curriculum Assessed curriculum

This is a model whereby all three components inform each other.

Learners constructing meaning: What are the essential elements of the programme?

Knowledge
Concepts Skills Attitudes

Action

Essential elements: How are they described in the PYP curriculum?

Knowledge Significant, relevant content we wish the students to explore and know about, taking into consideration their prior experience and understanding Concepts Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and reexplore in order to develop a coherent, indepth understanding. Skills Those capabilities the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature.

Essential elements: How are they described in the PYP curriculum?

Attitudes Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people Action Demonstrations of deeper learning in responsible behaviour through responsible action; a manifestation in practice of the other essential elements

Knowledge: What are the PYP transdisciplinary themes?

Who we are Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Where we are in place and time Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.

Knowledge: What are the PYP transdisciplinary themes?

How we express ourselves Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. How the world works Inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

How we organize ourselves Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. Sharing the planet Inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.

Sample unit of inquiry: Under the transdisciplinary theme Sharing the planet
(for students aged 8-9)
To support this inquiry students would develop knowledge and acquire skills derived from science and social studies, in addition to developing transdisciplinary skills such as critical thinking, communication and time management.

To understand better the central idea that: Water is essential to life and is a limited resource for many people, we would use the PYP concepts of function and responsibility to inquire into: Sources of water and how water is used What happens to water after we have used it Distribution and availability of usable water Responsibilities regarding water.

Concepts: What are the PYP concepts?

Form - What is it like? The understanding that everything has a form with recognizable features that can be observed, identified, described and categorized. Function - How does it work? The understanding that everything has a purpose, a role or a way of behaving that can be investigated. Causation - Why is it like it is? The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences. Change - How is it changing? The understanding that change is the process of movement from one state to another. It is universal and inevitable. Connection - How is it connected to other things? The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.

Concepts: What are the PYP concepts?

Perspective What are the point of view? The understanding that knowledge is moderated by perspectives; different perspectives lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or disciplinary. Perspectives may be individual, group, cultural or disciplinary. Responsibility What is our responsibility? The understanding that people make choices based on their understandings and the actions they take as a result do make a difference. Reflection How do we know? The understanding that there are different ways of knowing, and that it is important to reflect on our conclusions, to consider our methods of reasoning, and the quality and the reliability of the evidence we have considered.

Skills: What are the PYP transdisciplinary skills?

Thinking Acquisition of knowledge; comprehension; application; analysis, synthesis, evaluation, dialectical thought, metacognition.

Social skills Accepting responsibility; respecting others; cooperating, resolving conflict; group decision-making; adopting a variety of group roles. Communication skills Listening; speaking; reading; writing; viewing; presenting; non-verbal communication.

Skills: What are the PYP transdisciplinary skills?

Self management skills Gross motor skills; fine motor skills; spatial awareness; organization; time management; safety; healthy lifestyle; codes of behaviour; informed choices Research skills Formulating questions; observing; planning; collecting data; recording data; organizing data; interpreting data; presenting research findings

Attitudes: What are the PYP attitudes?

Appreciation Commitment Confidence Cooperation Creativity

Empathy Enthusiasm Independence Integrity Respect

Curiosity

Tolerance

Action: How is action defined in the PYP ?

Successful inquiry may lead to action, initiated by the student as a result of the learning process. This action may extend the students own learning, the learning of others or it may have a wider social impact It is intended that the student taking action will grow from the experience, and that the process of taking action, or not, will contribute to each student establishing a set of values.

Assessment in the PYP

The prime objective of assessment in the PYP is to provide feedback on the learning process.
It identifies what students know, understand, can do, and feel at different stages in the learning process. Teachers select assessment strategies to support how students learn and perform

Teachers design assessment instruments to reflect the particular learning outcomes on which they intend to give feedback.
Students and teachers are actively involved in the assessment process.

What are people saying about the PYP?

.... By creating an environment where students make connections between what they are learning in the classroom and the world around them, we are creating global citizens who will be well prepared to take leading roles in the world... Head of School, Dr, Brooke Carroll, Seneca Academy, USA. "I believe that the IB PYP is a superb curriculum for any school that wants to implement an inquiry-based model for young children. During my teaching career, Ive seen that the IB programme imbues students with a real passion for learning that gives them a strong foundation for their academic future, their careers and their lives Angela Riggs, Assistant Lower School Principle, ACS International School.

In the PYP, I learned and practised essential skills in life. I learned how

to manage my behaviour and control my temper; I learned how to cooperate and make friends wherever I go; I learned how to communicate, I learned how to think, I learned how to conduct research, I learned and learned, and I am still learning to be a better person in life.

Reem Zayter, student, Makassed Houssam Eddine High School Lebanon

How is a school authorized and reviewed?

GAA is in Candidate Status phase, we have requested our authorization and the verification visit is planned for Spring 2014.

Where can I find more information?

www.ibo.org
or contact GAAs IB PYP Coordinator Mariette Williams:

m.williams_gaa@gemsedu.com